Valid proofs need not be in the traditional two‐column format. This classroom activity allows students to explore, discuss, and use specialized facts to create a general statement of truth.
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Addie Armstrong and Dan McQuillan
Halcyon J. Foster
This article describes lessons learned about attending conferences from over two decades.
Naomi A. Jessup, Jennifer A. Wolfe, Oyita Udiani, and Crystal A. Kalinec-Craig
Ear to the Ground features voices from various corners of the mathematics education world.
Nenad Radakovic, Xiaotong (Chloe) Dan, and Nesma Khalil
There are many ways to combine mathematics and poetry. In these two poems, the first in Arabic and the second in Chinese, the number of syllables is a function of the line number. What do you notice? What do you wonder?
Susie Katt and Megan Korponic
Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Individuals are encouraged to submit a problem or a collection of problems directly to email@example.com. If published, the authors of problems will be acknowledged.
Heather R. Gallivan
Experience success by using this strategy and framework.
When so many students fail higher education mathematics courses every year and many more students pass courses that do not prepare them for their future, we need innovative approaches to fixing this significant dilemma.
William R. Speer
This article describes the nature and benefits of involvement with NCTM Conferences as a contributor to individual and collegial professional growth.
Brandon K. Singleton and Amy B. Ellis
Asked to quantify the changes in area of growing rectangles, these students reasoned about multiplicative relationships in interesting new ways.
Nina G. Bailey, Samuel D. Reed, Kristen Fye, Allison W. McCulloch, and Jennifer N. Lovett
Dynamic representations situated within a “Which One Doesn’t Belong?” routine can extend students’ exploration of functions and can enable a focus on the variant and invariant characteristics of mathematical objects.